Annual Training Plan Proposal: Emotional Intelligence (EQ)

Annual Training Proposal: Emotional Intelligence (EQ)By Angie Carreon1About The Program: Student Support ServicesSSS MissionAssisting in developing learning skillsFacilitating students academic progressAddressing social problems that impact academic performance

They assist students with disabilities, first generation, low income students students believed to have lower chances of succeeding in an educational setting and otherwise. 2Training Plan DetailsAbout the Training/TrainerIf approved, this training will be utilized to compliment the SSS annual mentor training. The training will be performed by the program coordinator. The trainer has experience as a teacher and a mentor/advisor. He is approachable yet firm, he leads by example. About the BudgetMeals -600.00FTSP Mentor Training Training Manual -$0.17 per page - 12 Manuals printed$132.60FTSP Mentor Training Breakfast food items -$50.00FTSP Mentor Training SSS & Mentor Lunch-$120.00FTSP Mentor Training Trainer Salary $479TOTAL: $1382.6/5 days = $276.52 As part of our grant proposal, Siena Heights University has agreed to provide Student Support Services with our location (offices) free of charge. Additionally, they allow us to move our mentors on to campus early for the duration of the FTSP and training at no additional cost to the student or SSS.3Instructional Design Model: ADDIEAnalyze: Per-planning. In this phase, Identify the problem, establish the learning objectives, perform a TNA (training needs analysis) Design: Identify content and strategy; put it in paperDevelop: Assemble the trainingImplement: TeachEvaluate: Review outcomes and feedback (were learning objectives met? How can the training be improved?)

Measure whether the skills were transferred to the job4Mentor Job DescriptionBasic Function: Responsible for being a peer mentor for Student Support Services students during their first year at Siena Heights University and the Freshman Transition Scholars Program by providing academic guidance, tutoring, social and personal support on a continual basis. Special Qualifications: Ability and strong willingness to work with incoming SSS students to assist with their academic and social orientation to Siena Heights University. Appreciate and adhere to confidentiality of all information relating to student public. Mentor Requirements: Preferred a 2.50 G.P.A. preferred; minimum sophomore standing; attended as a full time student for one year; a resident student for one year. Consideration will be given to commuter mentors as the need arises for commuter mentees.

5TNAInformation gathered from: Program and job informationProgram CoordinatorPrevious MentorsPervious MenteesAreas for improvement: Building rapport: Mentor-mentee connectionMentors role as a leaderTNA= training needs analysis6TNA- Program CoordinatorBy necessity, a mentor must establish rapport in order to aid student transition in a relatively short amount of timeRapport is not established solely because of ones tittle, but through a genuine interest in anotherEven more so as a generation that is being defined by a disability, where individuals have the inability to interpret emotions and societal norms, it is imperative to get at the root of what creates a bond between two individuals

7Past Experience (The Gap)In the past, mentees were pre-assigned to mentors. However, last year, mentees were allowed to choose their mentors based on the rapport built after a few days of interacting as a group. The problem was clear when only two of the ten mentors were highly sought out and a third one was moderately sought out. The rest failed to establish any connection with the program participants. This brought to the forefront the inability of the mentors to establish an emotional connection, naturally or otherwise, despite of their personable disposition and outgoing personalities. The need for training in this area became even more so clear when realizing that the majority were returning mentors. GAP = Expected Performance (EP) < Actual Performance (AP)8Pervious Mentor and Mentee Through feedback received in program evaluations, some mentors received negative comments from different program participants (both mentees and other mentors) mainly in the areas of establishing connections with others. Another area for improvement found almost across the board was acting as leaders and establishing rapport with more than a selected few. Mentors should establish rapport with program participants, make them feel included and help them transition to a new community, Siena. 9Mentor CompetenciesA mentor should be: EmpatheticCompassionatePatientApproachableGood listenerGood communicatorGood at obtaining rapport and building trusting relationshipsBeing an exampleA Leader

10Competencies that Require TrainingCompetencies An effective mentor acts as an active listener and utilizes simple counseling skills such as reflecting, encouraging and asking questions. He/she is aware of how their emotions/attitudes can affect their body language and conversations. An effective mentor establishes rapport, obtains and maintains trusting relationship with program participants, particularly with their mentees. An effective mentor acts as a leader and shows the full meaning of the word integrity11Learning ObjectivesAfter training mentors will: Be aware of the impact of their emotions (and attitudes) on their relationships, especially with their mentees and other program participantsBe aware of the importance of EQ and rapport in the building and managing of relationships; andunderstand that they can consciously utilize this information. Be aware of their areas for improvement related to EQ and understand that improvement is possibleHave a basic understanding of what it means to lead with integrity12Instructional StrategyMethodology, Sequencing and Time FramesHandout (read night before training)Lecture with discussion (25-30min)Self-assessment (15 min)Discussion (10min)Break (10min)

Lecture with discussion (20-25min)Group Role-Play (10min)Discussion (10min)2nd group Role-Play (10min)Discussion (20-25min)Break (10min)

Workshop (30min)Evaluation (10min)Lunch13Instructional Strategy (Continued)Room configuration12-15 traineesU-shaped to allow attention on the trainer during lecture, while encourage discussion (within the participants and with the instructor). Inspiring quotes about connection. trust, leadership and integrity on the walls.

14HandoutA handout will be provided to all trainees the night before the training. This handout will include a couple definitions of emotional intelligence and questions for them to think about/search and answer. The questions chosen are intended to get the trainees train of thought started on the topic and how it may relate to their role as mentors.

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16What does empathy mean? Words that may be mentioned are Compassion and SympathyEmpathy: Capacity to recognize and share feelings that are being experienced by another WikipediaIdentification with and understanding of another's situation, feelings, and motives- ChachaUnderstanding what someone else is feeling (you may have experienced it yourself) and can put yourself in their shoes- Diffen

It involves content and is usually demonstrated by the listener being able to summarize and reflect, correctly, what has been heard i.e. using active listening Geoffrey Allan & Judith Good17EmpathyThe Miriam-Webster Encyclopedia defines empathy as the action of understanding, being aware of, being sensitive to and vicariously experiencing the feelings, thoughts, and experiences of another (para. 2). Therefore, it makes sense that the root of the word empathy is the Greek word empatheia, which translates to passion, and comes from the word empaths, where em- + pathos = feelings, emotions. Goleman (1995) argues that failure to register anothers feelings is a major deficit in emotional intelligence for all rapport, the root of caring, stems from emotional attunement, from the capacity of empathy (p. 96).

How does it relate to your role as a mentor? With some forethought and empathy, the mentoring experience can prove not only beneficial for all involved, but also lay the groundwork for a lifelong professional relationship. -American Psychological Association

Example: A mentors empathetic reaction in identifying with the early career challenges faced by junior colleagues.

Tips: Practice active listening, dont jump to conclusions (hear what they have to say and not just what you think they are saying), try not to judge (remember that they are coming to you for help/support)

18What does connection mean to you?ConnectionTypes of connections: Personal- friendship, family, romanticProfessionalMentor (can be somewhere between a personal friendship and a professional relationship)*Note: Friendship and comradery is encouraged, but keep in mind that as a mentor, you are expected to set an example and act in a professional manner. + Uphold SSS and Sienas policies *opportunity to review policies 19ConnectionConnection happens when a person has a true emotional investment in the other, and the other person experiences that and it is returned (Cloud, 2006, p. 57). The key here, Cloud (2006) argues is that connection requires for character that is able to see beyond oneself and ones needs in order to experience and value the next person, and it is done in such way that the next person can perceive this. As defined by the literature Remember that any relationship, personal or professional, is two sided. Therefore, it is not enough for you to care; they need to know you do. A smart person once told me (paraphrased) I need to let you know I care before you care about what I have to say. 20ConnectionFrom the business perspectiveMarketing allows companies to get consumers to pay premium prices for brands because of the emotional connection that they instill in their products. (Garvin, 2012, para 1). Marketing goes beyond informing customers about a product or service, it is about building an experience for the customers with such product or service (Garvin, 2012, para 2). Connect the dots

Graphic retrieved from: http://www.gaebler.com/Building-An-Emotional-Connection-With-Your-Customers.htmAs a mentor, what are your goals, what do you wish to accomplish, what do you wish to provide to your mentees and other program participants? Examples: helping them transition into our community at Siena; help them learn time management and studying skills that I find useful; show them that the Siena community embraces their arrival with open arms; be there for them as someone willing to listen and provide with advise or direct them to the appropriate professional when/if needed; etc. 21Emotional Intelligence (EQ)In your own words, what does it mean?Awareness of one's own emotions and moods and those of others, especially in managing people Collins World English DictionaryAn awareness of and ability to manage emotions and create motivation -Dictionary.com, 21st Century LexiconEmotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions About.com22Emotional Intelligence (EQ)A form of social or shared intelligence that includes monitoring feeling and emotions of oneself and others, then using that information to guide ones thinking and consequently ones actions (Salovey and Mayer, 1990) . EQ includes understanding their own feelings, demonstrating empathy towards others, and regulating ones emotions to enhance ones quality of life (Durbin 2010, pp. 44). It emphasizes consideration on the underlying emotional and social components of human talent (Boyatzis, 2009, pp. 10). EQ is an ability to understand and connect with others (Durbin , 2010) As defined by the literature 23The Four Dimensions of EQ(Goleman,1998, Goleman, 2002 & Durbin, 2010)There are four domains of Emotional Intelligence; all which are important to be/become a resonant leader (we will discuss the meaning of being a resonant leader later on). It starts with self-awareness, which allows for self-management, then social awareness in combination with the former, allow for relationship management. 24Self- AwarenessSelf-awareness involves knowing and understanding ones values, preferences, strengths and limits, which are used to set goals and find purpose. It also involves recognizing ones emotions and their impact on our attitudes and behaviors (Goleman et al., 2002).

http://www.usatoday.com/money/books/reviews/2005-11-27-resonant-book-usat_x.htm25Self-ManagementSelf-management, also known as self-regulation, implies an ability to keep moods and emotions from becoming disruptive, acting with transparency and being adaptable. It also implies maintaining standards of honesty and integrity (Goleman, 1998, p. 26).

26Social AwarenessSocial awareness includes aspect of empathy or being aware of the emotions of others and taking an interest in them. It also includes organizational awareness, which implies accurately sizing up political forces (Durbin, 2010, p. 45).

*chance to briefly review policies/procedureWhat are some policies mentors are expected to uphold to? SSS and Siena Heights University. 27Relationship ManagementRelationship Management implies the ability to communicate effectively and convincingly, motivating and inspiring others, sharing a vision, promoting collaboration, encouraging and solving conflict in a healthy manner and creating bonds. It includes developing others, guiding them to strengthen their abilities through coaching and mentoring (Goleman et al., 2002).

28Do you think EQ can be beneficial to you as a mentor? Why or why not?-Being aware of our own values allows us to act with transparency, in harmony with our thoughts and believes. -Being aware of our own moods and emotions allows us to use that information and avoid them becoming disruptive. For example, if you are in a bad mood and you are meeting with your mentees, if not managed, you bad mood can rub off on them and even damage their view of you >>therefore damaging your relationship with them. On the other hand, being aware if, lets say, you are in a sensitive or emotional mood, you can communicate this to others to avoid undesirable situations; or if you know you will not be able to manage your emotions, it may be best to postpone your meeting, even if long enough to take a deep breath and clear your mind. -Social awareness will allow you to pick up on queues that others provide (consciously and unconsciously), help you better assess how you need to act/react accordingly. *Remember that everyones experience, for similar they might be to yours, is unique in some way. Also, even if their experience is different than yours, it doesnt mean that it is not valid. 29Self Assessmenthttp://www.esd.wa.gov/washingtonservicecorps/docs/servesformsinfo/debbie-mcgee-emotional-intelligence-self-assessment.pdf30Results and DiscussionWhat do the results mean? Did the results match what you anticipated? Why do you think that is? Do you think it would be beneficial to expand your knowledge on any mentioned areas? Do you think it is possible to improve upon the gap(s)?

20-18This is an area of strength for you *Congratulations on your exceptional EQ! If you scored in this range, there is a slight caveat however. You are either extremely high in emotional intelligence or extremely low. How is this possible? These results may reflect your high level of self-knowledge or your complete lack of it since you must be self-aware to assess yourself accurately. For this reason, self-awareness is the foundational competency of emotional intelligence! You may want to seek clarification from a peer, co-worker or family member to validate your score. You've either made it to the top or have a long way to go.

17-14This is an area of strength for youCongratulations! You have very high emotional intelligence. This is good news! EQ counts for twice as much as IQ and technical skills combined in determining who will be a star performer. Your level of EQ likely has been and will be a driver of your high performance for years to come.

13-7Some attention given to the aspects of this area you feel are weakest will pay dividendsYou have slightly above average EQ - with room to grow! You are likely sensitive to the emotional climate of the people around you. 6-0This is an area you need to give priority to developingYour frankness is commendable. Although you may be a technical wizard or have very high IQ, your EQ is on the low side. It appears you may have some work to do. If you scored in this range, you may find yourself blowing up at people, depressed, or losing sight of where you are in life. Are you stopping and waiting to let strong emotions pass before you react? Are you allowing the 'winds' of change to direct you - instead of setting your own course based on an internal compass? Are you responding to life and its challenges with fear and insecurity rather than passion and purpose? Don't despair! Emotional intelligence is not set at birth - it can be learned and improved. 31Break32Nature vs. NurtureAccording to Goleman, Boyatzis, and McKee (2002), there is a genetic component to EQ, but nurture plays a major role as well (p. 97). Therefore, assessment and improvement of emotional competencies and the utilization of emotional intelligence skills open room for areas of performance and competitiveness to be upgraded (Goleman, 1998). It could be argued that EQ is a life-long learning process, which can be (and should be) continually developed and improved upon. Goleman et al. (2002) suggests that emotional intelligence competencies are not only innate talents, but learned abilities, each of which has a unique contribution to making leaders more resonant, and therefore, more effective (p. 38). 33If life is 10% what happens to us and 90% how we respond, then we hold the power to create the lives we want!

34Leadership-DiscussionHow important is charisma in leadership? Is it the only trait needed? What leaders from history do you think of when you hear charisma?Who do you admire as a leader (from history or your personal/professional life/experience)? What traits, motives, personal characteristics do/did they have?

Charismatic leaders: Mahatma Gandhi vs. HitlerLeaders to admire: Abraham Lincoln, Martin Luther King, George Washington, Mahatma Gandhi , Eleanor Roosevelt, etc.

Traits: values and purpose, transparency (thoughts, words and actions are in harmony), trustworthy, motivational, down to earth/approachable, authenticity, transparency, inspirational and the ability and willingness to develop others

*A resonant leader is said to be one that is in tune with himself and others. (Boyatzis & McKee, 2005)35Leadership-DiscussionHave you ever experienced dissonant leadership? Identify motives, personal characteristics in which that person might be deficient.

Resonance vs. DissonanceWhen leaders drive emotions positively we call this effect resonance. When they drive emotions negatively, leaders spawn dissonance, undermining the emotional foundations that let people shine. Whether an organization withers or flourishes depends to a remarkable extent on the leaders effectiveness in this primal emotional dimension.

Examples: -Skewed values and ethics, Micromanaging, lack of self-confidence, untrustworthy, lack of harmony and transparency, un-motivational/un-inspirational, treating all subordinates as if they were lazy and did not care, hence creating negative attitudes for those who tried working hard and did care, not communicating clearly (goals, expectations, tasks, etc.)36Integrity: Character that meets the demands of reality

Having integrity means to:Be able to connect with others and build trust Be oriented toward reality Perform well Embrace the negative Be oriented towards growthHave an understanding of the transcendent (things that are bigger than me)

Discuss integrity as being more than simple honesty. It's the key to success. A person with integrity has theoften rareability to pull everything together, to make it all happen no matter how challenging the circumstances.

Integrity includes transparency and honesty (with one self and others), achieving inner harmony and a balance with outer forces, doing what is right even when difficult

37The task of leadership is not to put greatness into humanity, but to elicit it, for the greatness is already there. ~John Buchan

38Emotional Intelligence and LeadershipIn order to become an emotionally intelligent leader, according to Goleman et al. (2002), leaders must follow self-directed learning and its five discoveries of: the ideal self, or who we want to be; the real self or who we truly are at the present time, which includes strengths and weaknesses or opportunities for improvement; the learning agenda or how we plan to close gaps while building on current strengths; the experiment, practicing the new behaviors until control is obtained; andthe development of trusting relationships that support us and our process of growth. 39EQ & LeadershipThings dont always go according to plan. Thus, leaders must learn how to fall gracefully and get back on their feet. Furthermore, they need to help those around them do the same. To achieve such goals then, one must be aware of his/her own emotions and control them. Additionally, connect with others and understand (even if not agree with) how they feel. This can be a difficult task. Therefore, perseverance may prove be another key to success. Similarly, optimism can make a significant difference in individual and team morale. . 40EQ & LeadershipGoleman (1998) warns us that emotional intelligence merely determined our potential to learn the skills. Consequently, knowledge is only the first step. From here on, it is about using that knowledge to learn the skills and put them into action. Furthermore, we must keep in mind that our ideal self will continue to evolve as we do. Therefore, it is likely that we will go through the self-directed learning cycle uncountable times.

41New challenges demand new talents (Goleman, 1998, p. 10). Therefore, it is ever more important for leaders and their traits to adapt accordingly in order to excel (Goleman, 1998).

42Activity/DebatePlease read, discuss situation/scenario provided by the instructor and: 1) identify the issue(s); 2) come up with possible solutions; and 3) decide on a plan of actionSetup-Distribute one scenario to each delegate. You can either give the angry scenario card to a random person in the group or specially select a person based on your own judgment to make sure the exercise is executed successfully. -Remind everyone that they are not allowed to see each others scenario cards. To make sure no one suspects that many scenarios are similar; you can print them in different fonts and sizes so they look different from a distance even if glanced accidentally. The less the delegates know about the setup, the better. -Ask them to start their brainstorming using whatever method they desire. -Allocate 10 minutes for this part. Stop the brainstorming if you thought the emotions are becoming problematic.

43DiscussionPlease analyze your group performance. Do you think there was something unusual?Person with the angry scenario - please reveal your role Discuss others reactionsCrowd contagion: someones emotions can affect others. What strategies can you think of that may help tackle a similar situation before a snowball effect is experienced

Strategies: -Being aware and listening to your instincts that there is indeed an issue-Being honest with the individual (s) without pointing fingers or saying that they are the problem, but that you sense tension; ask if there is something the matter, etc. 44Activity/DebatePlease read and discuss 2nd situation/scenario provided by the instructor. *Now that you are aware of the hidden purpose of this activity, repeat activity while making sure crowd contagion does not reduce the performance of their meeting. Remember, you still need to: 1) identify the issue(s); 2) come up with possible solutions; and 3) decide on a plan of action

After the discussion, ask the group to go through another brainstorming session. This time pick a different topic. -Randomly distribute the scenarios to delegates, but make sure you dont give the angry card to the same person as in the first round. Now one person has the angry scenario, though no one other than him knows this. -Allocate 10 minutes for this part. You are expecting to see that delegates spot the troublemaker and also observe the strategy used by delegates to handle this. 45DiscussionWhat did you think of this exercise? How much better was your second debate in comparison with the first? Was being aware of crowd contagion helpful? How easy was it to spot who was becoming emotional? What strategy was most effective in handling the emotional situation and preventing the group in become too emotional while going through the debate?

46Break47Values, Goals, PurposeWhat do you value in life? What goals do you have? Short-termLong-termPersonalProfessionalCreate your ism AngieismI get the full value of a smile by giving it away and sharing it with others. I encourage those around me to explore their full potential to achieve fulfillment, harmony and happiness.

48Components of a Mission StatementWhat? What goals do we actually want to accomplish?What overall image do we wish to protect and support?What distinguishes us from others?How?How do we accomplish our overall goals?Why?Why are we trying to accomplish these overall goals?Results?In what ways will the people benefit?The Mission StatementConvert your answers into powerful statements you can weave together into one compelling mission statement; ultimately, no longer than one clear, meaningful sentence.

49My mission 50TipsBecome genuinely interested in other people.Smile Remember that a persons name is to that person the sweetest and most important sound in any language.Be A Good Listener. Encourage others to talk about themselves. Talk in terms of the other persons interest.Make the other person feel important-and do it sincerely

From Dale Carnegies How to Win Friends and Influence People51EvaluationFeedback: Trainer is interested on whether the information was useful; methods of training were helpful/easy to understand/able to transfer; enough time given/time allowed for questionsDecreased negative comments on mentor ability to connectIncreasing number of mentor able to establish rapport52Training evaluation questions includes, but is not limited to: What areas of the training were helpful and/or important? Was enough time/information provided?Please provide some examples as to why they were important/helpfulWhat areas of the training were not helpful and/or important?Please provide some examples as to why they were not important/helpfulPLEASE PROVIDE ANY OTHER ADDITIONAL COMMENTS What would you like to see in the Mentoring Program and/or Training?As a mentor, what academic, social, and/or behavioral problems did you observe/experience that could assist future mentors in training? Evaluation53ROI (Return on Investment)ROI is related to: Success of participants (academic and social areas), which leads to program successStudent involvement and retentionPersonal growth

Participant success from the academic and social stand points54ReferencesAllan, G., Good, J. (n.d.). Demonstrating empathy in learning mentor agent. University of Susezz, Falmer, UK. Retrieved from http://celstec.org/system/files/file/conference_proceedings/aeid2009/papers/paper_239.pdf Boyatzis, R. (2009). Competencies as a behavioral approach to emotional intelligence. The Journal of Management Development. Manuscript submitted for publication. Boyatzis, R., McKee, A. (2005). Resonant leadership: Renewing yourself and connecting with others through mindfulness, hope, and compassion. Boston,, MA: Harvard Business Review Press. Cloud, H. (2006).Integrity: The courage to meet the demands of reality. NY: Harper Collins Publishers. Durbin, A. (2010). Leadership: Research, findings, practice and skills. Manson, OH: Cengage Learning. Gavin, J. (2012). For entrepreneurs: Marketing strategies and tactics. Retrieved from http://www.gaebler.com/Building-An-Emotional-Connection-With-Your-Customers.htmGoleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam.Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books. Goleman, D. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston, MA: Harvard Business School Publishing. Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston, MA: Harvard Business School Press. Miriam-Webster Encyclopedia (2011). Definition of empathy. Retrieved from http://www.merriam-webster.com/dictionary/empathy

Self-Assessment from http://www.esd.wa.gov/washingtonservicecorps/docs/servesformsinfo/debbie-mcgee-emotional-intelligence-self-assessment.pdfSelf-Assessment feedback from http://www.ihhp.com/quiz.phpActivity from http://www.skillsconverged.com/FreeTrainingMaterials/tabid/258/articleType/ArticleView/articleId/791/categoryId/132/Emotional-Intelligence-Exercise-How-to-Control-Crowd-Contagion.aspx

55Questions? Comments? Suggestions always welcome 56Handout

What does empathy mean to you?

Emotional Intelligence (EQ) Salovey and Mayer (1990) define emotional intelligence as a form of social or shared intelligence that includes monitoring feeling and emotions of oneself and others, then using that information to guide ones thinking and consequently ones actions. Durbin (2010) suggests that emotional intelligence includes understanding their own feelings, demonstrating empathy towards others, and regulating ones emotions to enhance ones quality of life (p. 44). It emphasizes consideration on the underlying emotional and social components of human talent (Boyatzis, 2009, p. 10). Durbin (2010) explains emotional intelligence as an ability to understand and connect with others. According to Goleman (1998), Goleman (2002) and Durbin (2010), emotional intelligence is divided into four dimensions of self-awareness, self-management, social awareness and relationship management; all of which add a crucial set of skills for resonant leadership (Goleman, 2002, p. 30).

Do you think EQ can be beneficial for you in the role as a mentor? Why or why not? What is a leader to you? As a mentor, do you think of yourself as a leader?